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The rapid expansion in users of mobile devices, particularly among university students, makes mobile learning (m-learning) the modern style of learning for the new millennium. Thus, it is important to identify and explore the factors that may influence students' intention to use m-learning. In Jordan, research on mobile learning adoption is still very narrow. For the purpose of this study, we propose a framework that is based on the unified theory of acceptance and use of technology (UTAUT) model, to explore the potential factors that may impact students' intention to acceptance and use of m-learning in developing countries such as Jordan. The proposed framework is empirically tested using a total of 444 paper-based questionnaires, collected from students at four Jordanian universities. The results reveal that effort expectancy, performance expectancy, trust expectancy, self-management of learning, system functionality and social influence are significant determinants of m-learning adoption, and explain 64.8% of the variance in the students' intentions to adopt m-learning. Gender and uncertainty avoidance are found to have moderating effects on some of the relationships of the research model. These findings offer multiple useful implications for m-learning adoption, in terms of both research and practice.
Berger et al. (Thu,) studied this question.